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Teacher relationship skills and student learning

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  • Thijssen, Maximiliaan W.P.
  • Rege, Mari
  • Solheim, Oddny J.

Abstract

Despite extensive evidence on variation in teacher value-added, we have a limited understanding of why some teachers are more effective in promoting human capital than others. Using rich, high-quality data from Norway, we introduce and validate a new approach to measuring teachers’ overall capacity to form positive relationships in the classroom, relying on student survey items previously developed and validated (at the student level) in the education literature. We denote this measure as teacher relationship skills. We find that teacher relationship skills are highly stable over time. Furthermore, there is not only substantial variation in teacher quality, as measured by students’ learning outcomes conditional on past achievement, but also in teacher relationship skills, even within the same school. Finally, by relying on as-good-as random assignment of students to classes, we show that teacher relationship skills affect student learning.

Suggested Citation

  • Thijssen, Maximiliaan W.P. & Rege, Mari & Solheim, Oddny J., 2022. "Teacher relationship skills and student learning," Economics of Education Review, Elsevier, vol. 89(C).
  • Handle: RePEc:eee:ecoedu:v:89:y:2022:i:c:s0272775722000280
    DOI: 10.1016/j.econedurev.2022.102251
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    More about this item

    Keywords

    Educational economics; Human capital; Teacher quality; Teacher relationship skills; Academic achievement; And social-emotional skills;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare

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